In a rapidly changing business environment, leaders are required not only to deliver agreed results and ensure operational control,

but also to actively develop employees by strengthening their autonomy in everyday situations, increasing engagement, and fostering

responsibility in solving organisational challenges. However, in the context of organisational management, the concept, features and

application methods of leadership coaching differ. Organisations lack clear criteria for evaluating the effectiveness of leadership

coaching, its application remains inconsistent, and the understanding of the concept among managers and employees is often contra􀀐

dictory. The scientific problem: what evaluation criteria can be used to analyse the educational leadership style? This article presents

a literature analysis, discussing the theoretical aspects and evaluation criteria of leadership coaching, while emphasising termino􀀐

logical overlaps between leadership coaching, coaching, mentoring, and related approaches. Theoretical insights are applied in an

empirical study conducted in a Lithuanian enterprise, integrating the 70:20:10 learning model. The findings revealed that leadership

coaching is applied only fragmentarily: managers tend to overestimate their developmental abilities, while employees often do not

perceive consistent support or clear developmental processes. The article proposes measures to systematically strengthen leadership

coaching, ensure employee involvement, and evaluate the effectiveness of developmental practices in organisations.